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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2016 / Cilt: 31 - Sayı: 4

Öğretmen Adaylarının Matematiği Öğretme Süreçlerinden Yansımalar

Reflections from Pre-Service Teachers' Mathematics Teaching Process

Müjgan BAKİ
Selahattin ARSLAN
Pages
736–749
Publication Date
2022-10-19
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Pre-service teachers experienced difficulties in determining the activities with regard to prior knowledge of the students, deciding the difficulty level of the activities and sorting them, informing students about the purpose of the activities, conducting activities according to their perceived purposes and making transitions between activities

📌 3 Key Takeaways

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Objective & Hypothesis:Pedagogical Content Knowledge (PCK) has been considered to be the most important factor for identifying the role of the teacher in carrying out effective teaching.
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Key Findings & Data:For this purpose, 8 pre-service teachers (4 elementary mathematics and 4 classroom teachers) are observed whilst teaching mathematics during the Teaching Practicum course and are interviewed.
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Conclusion & Impact:Pre-service teachers experienced difficulties in determining the activities with regard to prior knowledge of the students, deciding the difficulty level of the activities and sorting them, informing students about the purpose of the activities, conducting activities according to their perceived purposes and making transitions between activities
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Pedagogical Content Knowledge (PCK) has been considered to be the most important factor for identifying the role of the teacher in carrying out effective teaching. This paper examines, with respect to the components of PCK, the types of difficulties that a group of pre-service teachers encountered during the process of designing teaching activities. For this purpose, 8 pre-service teachers (4 elementary mathematics and 4 classroom teachers) are observed whilst teaching mathematics during the Teaching Practicum course and are interviewed. The study reveals that both groups of pre-service teachers had similar problems in teaching practices. Pre-service teachers experienced difficulties in determining the activities with regard to prior knowledge of the students, deciding the difficulty level of the activities and sorting them, informing students about the purpose of the activities, conducting activities according to their perceived purposes and making transitions between activities

Özet

Alanı Öğretme Bilgisi (AÖB) etkili öğretim yapan bir öğretmenin sahip olduğu en temel bilgilerdendir. Bu çalışma, AÖB'nin bileşenleri bağlamında öğretmen adaylarının karşılaştığı zorlukları incelemeyi amaçlamaktadır. Bu amaç doğrultusunda 4'ü sınıf, 4'ü ilköğretim matematik olmak üzere 8 öğretmen adayı Öğretmenlik Uygulaması dersi kapsamında gözlenmiş ve bu adaylarla mülakatlar yapılmıştır. Çalışmada her iki gruptaki öğretmen adaylarının benzer problemler yaşadıkları ortaya konulmuştur. Bu bağlamda, öğretmen adaylarının öğrenciye ulaşma, öğrenci önbilgisine uygun etkinlik belirleme ve uygulama, etkinlikleri zorluk derecesine göre sıralama, öğrencileri etkinliklerin amacından haberdar etme, etkinlikleri toparlama ve etkinler arası geçiş yapma gibi hususlarda zorluklar yaşadıkları sonucuna varılmıştır

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Cite This Article

BAKİ, M., ARSLAN, S. (2022). Öğretmen Adaylarının Matematiği Öğretme Süreçlerinden Yansımalar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 31 - Sayı: 4, 736–749. https://ajindex.com/articles/531813

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